Teaching and Learning Research 2345-2196 18 2 2022 02 20 Critical Analysis of the Challenges of Literacy Movement Education from Teachers' Perspective in Kurdistan Province and Presenting Solutions (Phenomenological Study) Critical Analysis of the Challenges of Literacy Movement Education from Teachers' Perspective in Kurdistan Province and Presenting Solutions (Phenomenological Study) 35 50 4005 10.22070/tlr.2022.16158.1256 FA Mazhar Babaee Assistant Professor, Department of Educational Sciences, Farhangian University. Sanandaj, Iran. 0000-0003-1383-05326 Kaosar Azizi Expert in Educational, Farhangian University, Sanandaj, Iran Asra Zare Expert in Educational, Farhangian University, Sanandaj, Iran. Journal Article 2022 04 15 Introduction: This study aims to analyze the challenges of literacy movement education from teachers' perspective in Kurdistan Province and present solutions from them. Method: To this goal, descriptive-analytical and phenomenological research methods were used. The research population included the literate students of Farhangian University of Kurdistan province during 2022-2021 with a history of working in the literacy movement, who were selected by the available sampling method. The data collection tool was a researcher's semi-structured interview, which was conducted with twelve teachers with the criterion of saturation. To achieve the findings, it was done in two steps. Results: The first step: identifying the challenges that were put into three categories: Challenges facing teachers, such as difficulty in finding literate students, lack of job security for teachers in this field, Challenges related to literate students include high age and lack of motivation 3. Challenges in the administrative field such as lack of facilities and lack financial support. The second step was to provide solutions to overcome the challenges, such as: making people aware of the importance of literacy in today's world, offering incentives and incentives to literate students, increasing the job status of the movement's teachers, and supporting education in attracting people with disabilities. Literacy, planning and creating employment for literate people, increasing the duration of classes, and making it mandatory for people to attend classes. Discussion and Conclusion: Introduction: This study aims to analyze the challenges of literacy movement education from teachers' perspective in Kurdistan Province and present solutions from them. Method: To this goal, descriptive-analytical and phenomenological research methods were used. The research population included the literate students of Farhangian University of Kurdistan province during 2022-2021 with a history of working in the literacy movement, who were selected by the available sampling method. The data collection tool was a researcher's semi-structured interview, which was conducted with twelve teachers with the criterion of saturation. To achieve the findings, it was done in two steps. Results: The first step: identifying the challenges that were put into three categories: Challenges facing teachers, such as difficulty in finding literate students, lack of job security for teachers in this field, Challenges related to literate students include high age and lack of motivation 3. Challenges in the administrative field such as lack of facilities and lack financial support. The second step was to provide solutions to overcome the challenges, such as: making people aware of the importance of literacy in today's world, offering incentives and incentives to literate students, increasing the job status of the movement's teachers, and supporting education in attracting people with disabilities. Literacy, planning and creating employment for literate people, increasing the duration of classes, and making it mandatory for people to attend classes. Discussion and Conclusion:

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